General University Requirements Research Articles

Inclusion by design: Embedding inclusive teaching practice into design and preparation of laboratory classes

IntroductionCreation of an inclusive learning environment and provision of individual adjustments are duties of higher education providers. However, laboratory practical teaching is not always inclusive beyond general university requirements. Lab classes can present many barriers to disabled learners. Proactive adjustments embedded into the design and preparation of laboratory classes can make lab-based teaching as inclusive and accessible as possible. PerspectiveThe main challenges, difficulties, and barriers experienced by students with disabilities during laboratory classes were identified and analysed. A review of a large number of sources was conducted, and the best available evidence of inclusive practice in science and medicine laboratories (including those already implemented in the Reading School of Pharmacy and Leicester School of Pharmacy) were retrieved, critically appraised, and summarized. Recommendations on embedding inclusive practices into the design and preparation of laboratory classes were developed, including methods for making the following accessible: (1) printed materials, such as handouts, instructions, notes, etc.; (2) video files; and (3) colours. Additionally, the use of a range of pedagogic techniques and assistive technologies in inclusive teaching is discussed. ImplicationsWe have developed general accessibility guides and provided laboratory teaching staff with examples of good inclusive teaching practice. Active implementation of the inclusive-by-design approach, in contrast to inclusive-on-request, can be beneficial for both learners and teaching staff since inclusion-by-design helps to establish a lasting inclusive culture in teaching laboratories.

Students’ views on general education: insights gained from the narratives of Chinese students in Hong Kong

AbstractThe General University Requirements (GUR) is a component of the new 4-year undergraduate program at The Hong Kong Polytechnic University (PolyU). This study examined students’ views and experiences of the GUR using a qualitative methodology. Written comments of 240 freshmen, sophomores, and senior-year students with reference to open-ended questions on their memorable experiences in the GUR study were collected. The qualitative findings suggested that students generally had positive views on the GUR in terms of its widely adopted active and experiential learning pedagogy, useful and attractive contents, caring teaching staff, and rich learning outcomes. Challenges were also identified for further improvement of the GUR.

Qualitative evaluation of general university requirements in a new 4-year university curriculum: findings based on experiences of students.

Following the North American model, the length of undergraduate program in Hong Kong has been extended from 3 to 4 years since 2012. To maximize the impact of the additional year, The Hong Kong Polytechnic University (PolyU) has implemented a new general education framework entitled "General University Requirements (GUR)" aiming to cultivate students in a holistic manner. This study explored students' impressions of the GUR subjects using a survey collecting primarily qualitative data. Results from 163 students of eight faculties showed that students perceived the GUR subjects favorably. Having opportunities to make new friends from other departments and the teaching and learning methods, particularly experiential learning stimulated students' interest and enriched their learning experiences which were reportedly are unforgettable. Some of the obstacles encountered by students in several subjects were identified. The beneficial effects of the GUR subjects in different domains were voiced by the students.

Evaluation of the general university requirements: what did students say?

The General University Requirements (GUR) is the core general education component of the new 4-year undergraduate curriculum at The Hong Kong Polytechnic University (PolyU) commencing from the 2012/2013 academic year. The major objective of the GUR is to widen students' horizons and promote their holistic development in their undergraduate years. To evaluate the perceived effectiveness of the GUR in its second year implementation, 18 focus group interviews (n=74 students) were conducted in the 2013/2014 academic year. Findings showed that subjects under the GUR framework were overall welcomed by students for the well-designed subject contents, dedicated teaching staff, and collaborative and experiential learning methods. Students perceived that the GUR was beneficial to their development in effective communication, critical thinking, problem solving, lifelong learning, and ethical leadership. Some challenges encountered by students were noted to further revamp the GUR curriculum in the future.

Teachers' views of a new general education program in Hong Kong: a qualitative study.

Under the new education reform in Hong Kong, The Hong Kong Polytechnic University (PolyU) has expanded its undergraduate education from 3 to 4 years since the 2012-2013 academic year. Along with the transition, the General University Requirements (GUR) has been developed as an integral part on general education of the new 4-year undergraduate curriculum of PolyU. The present study examined the implementation quality and effectiveness of the GUR in the 2012-2013 academic year based on focus group interviews with teachers. Twenty teachers who taught GUR subjects were interviewed for their perceptions and experiences about the GUR. Results revealed that the teachers generally had positive perceptions of the GUR in terms of its rationales, teaching and learning modes, and implementation quality. GUR subjects were also considered effective in helping students to develop in a holistic manner. The findings suggest that the first-year implementation of the GUR at PolyU was basically successful.

General university requirements and holistic development in university students in Hong Kong.

The General University Requirements (GUR) at The Hong Kong Polytechnic University (PolyU) is an integral part of the new 4-year undergraduate curriculum which attempts to promote holistic student development. To evaluate the effectiveness of the GUR, a study adopting a static group comparison design was conducted, with a sample of Year 3 PolyU students studied in the 4-year undergraduate degree program (n=566) compared with a control Year 3 sample recruited from a comparable university in Hong Kong (n=285). The students in both samples responded to measures on empathy, positive youth development, and engagement in university study. Results showed that although both groups basically did not differ in the major background demographic variables, PolyU students performed better than did the students of the control group on measures of holistic development. Bearing in mind the intrinsic problems of the static comparison group design, the present findings provide support for the effectiveness of the GUR at PolyU.

Focus group evaluation of teachers' views on a new general education program in Hong Kong.

Using teachers' focus group interviews (n=40), this study examined the impact of the General University Requirements (GUR) implemented at The Hong Kong Polytechnic University (PolyU). Results showed that teachers were generally satisfied with the GUR subjects and its implementation in its second year. Teachers regarded the design of GUR subjects was good and the students generally welcomed the subjects. Interactive teaching and learning methods adopted in GUR subjects such as fieldwork, hands-on projects, and team debates were highly appreciated by the respondents. Teachers also reflected that the GUR had promoted the intrapersonal and interpersonal development of the students. However, several challenges were also reported by teachers, including the difficulty level of Freshman Seminar subjects and lack of interaction in some GUR subjects, which suggested directions for further improvements.

The impact of 3-year and 4-year undergraduate programs on university students: the case of Hong Kong.

The undergraduate curriculum structure in Hong Kong was changed from 3 years to 4 years starting from the 2012-2013 school year, with the extra year of study primarily devoted to general education study. At The Hong Kong Polytechnic University (PolyU), the General University Requirements (GUR) has been designed in response to this change. In this study, the question of whether the development of students in the 4-year program was better than that of the 3-year program was examined via a static group comparison design. The treatment group was Year 3 students of the 4-year undergraduate degree program (n=566) whereas the control group comprised Year 3 students of the 3-year degree program (n=290). Measures on empathy, positive youth development, and student engagement were used as indicators of student holistic development. While the mean age of students in the 3-year program was higher than that of the 4-year program, students in the 4-year program performed better than the students of the 3-year program on several indicators of desired graduate attributes. Bearing in mind the limitations of the static comparison group design, the present study provides support for the positive impact of GUR at PolyU on students of the 4-year undergraduate curriculum.

Assessing learning gains of university students in Hong Kong adopting the Collegiate Learning Assessment Plus (CLA+)

AbstractThe present study attempted to examine students’ learning gains in critical thinking, problem solving, and effective communication after 1-year university study under a new 4-year undergraduate curriculum based on students’ performance on the Collegiate Learning Assessment Plus (CLA+). One hundred and fifty freshmen and 150 sophomores at The Hong Kong Polytechnic University (PolyU) completed the CLA+ in 2013–2014 academic year. Results showed that sophomores had better performance in CLA+ than freshmen on problem solving, effective communication, and critical thinking. Compared with freshmen, fewer sophomores were classified as ‘Below Basic’ at mastering the related skills. The findings support the effectiveness of the new 4-year undergraduate curriculum, particularly the General University Requirements, in promoting students’ development in desired graduate attributes. However, students’ language barrier might affect their CLA+ scores which led to the small effect size in the differences between freshmen and sophomores.

Evaluation of a general education program in Hong Kong: secondary data analyses based on student feedback questionnaires

AbstractThe General University Requirements (GUR) at The Polytechnic University of Hong Kong (PolyU) has been developed and implemented since the 2012–13 academic year under the reform of education system in Hong Kong. To examine the effectiveness of GUR at PolyU, the present study investigated student’s subjective perception in the academic years of 2012–13 and 2013–14 using the Student Feedback Questionnaires. Results showed that the GUR subjects were generally well-received by the students. Besides, students held different perceptions of different GUR components, and there was improvement in students’ learning experience and staff teaching over time. While there was an increased satisfaction with Language and Communication Requirements subjects, there was a decline in satisfaction with Service Learning subjects.

General education program in a new 4-year university curriculum in Hong Kong: findings based on multiple evaluation strategies

AbstractSince the 2012−2013 academic year, undergraduate programs in Hong Kong have been changed from 3 years to 4 years, with the additional year focusing primarily on general education. A new general education framework entitled General University Requirements (GUR) implemented at The Hong Kong Polytechnic University (PolyU) was examined in a 5-year longitudinal project. Based on different evaluation strategies, including objective outcome evaluation, subjective outcome evaluation and qualitative evaluation (focus groups, case studies, and document analyses), findings consistently showed that students had positive perceptions of the subject content, teachers as well as teaching and learning methods in GUR subjects. A large majority of students perceived that the GUR subjects were effective in promoting the five desirable graduate attributes defined by PolyU (i.e. problem solving, critical thinking ability, effective communication, ethical leadership, and lifelong learning).

General University Requirements at Hong Kong Polytechnic University: evaluation findings based on student focus groups

Under the new four-year undergraduate programme, a general education framework titled ‘General University Requirements’ (GUR) has been developed and implemented since 2012/2013 at Hong Kong Polytechnic University (PolyU). To evaluate the implementation and effectiveness of the GUR in its first year, focus group interviews with students were carried out. In 13 focus groups, 62 first-year students from eight faculties/schools who took GUR subjects in 2012/2013 academic year were interviewed by trained researchers. Results showed that students generally had good perceptions of the GUR in terms of the subject content, teaching methods and the overall effectiveness of the subjects. The interactive teaching and learning initiatives adopted in GUR subjects were particularly appreciated, although students expressed minor concerns on the administration of GUR subjects. The results suggest that the first-year implementation of the GUR at PolyU was generally smooth and successful from the perspectives of the students.

Second piloting of a leadership and intrapersonal development subject at The Hong Kong Polytechnic University

Abstract At The Hong Kong Polytechnic University, a course subject entitled “Tomorrow’s Leaders,” which focuses on positive youth development constructs, was developed for the students admitted under the New Undergraduate Curriculum in the 2012/13 academic year. It fulfills the requirement of “Leadership and Intrapersonal Development” under the General University Requirements. The subject was first piloted in the 2010/11 academic year with very positive evaluation results. To refine the subject and to accumulate more experience, the subject was offered again in the first term of 2011/12 academic year. The course content, evaluation strategies, and some initial findings based on the second piloting exercise are presented in this paper. Consistent with the first piloting exercise, evaluation findings based on different strategies generally showed that the subject promoted the holistic development of the enrolled students.

Where Does a Professor Fit in an American Classroom?

A professor in the classroom must realize that who he or she is affects what is taught and how it is taught, because student perceptions of the professor are affected by the religious, ethnic, and national identity of the professor. On October 9, 1996, a gubernatorial debate took place in Seattle between a Republican candidate, Ellen Craswell, and a Democratic candidate, Gary Locke.1 Craswell stated that the Bible was the center of her political life, to which Locke responded that there were diverse religions present in Washington today and that religion should not enter the political arena. The media reacted to this debate the following day; analysts linked Craswell to the religious-right movement in Washington State, mostly to her disadvantage. The issue of the separation of the church and the state is nothing new. What concerned me was the question of religious tolerance: if Craswell were elected to the office, would she acknowledge the presence of nonChristian religions in the state? I'm concerned because a political environment cannot but be felt even in the university classroom. Since 1983 I've been teaching at Western Washington University, a predominantly undergraduate state university, where student evaluations of professors are taken seriously. I occasionally teach courses that deal with Chinese and Japanese civilizations, covering the areas of religion, philosophy, literature, history, society, and art. Because some of these courses are non-Western general university requirements, there are apt to be some students who are not interested in the subject matter at all but are taking the course merely to satisfy their distribution requirements. If students are simply uninterested in the material, it is still better than if a student exhibits his or her hostility toward what is taught in class. Fortunately, this bad experience has happened to me only a few times in the last thirteen years. Each time when this problem occurred, I resorted to the popular wisdom, you cannot please everybody, but each time it saddened me deep down because I felt a sense of failure in not being able to arouse a student's interest in worldviews different from those to which he or she adheres. When it comes down to the topic of religion, students' reactions can be raw, because it does touch upon their inner convictions and sometimes ideology (which they mistakenly believe to be their religious faith), and they feel defensive. My reflection on the success and failure of my teaching Buddhist-Christian Studies 18 (1998). ? by University of Hawai'i Press. All rights reserved. This content downloaded from 157.55.39.46 on Sat, 11 Jun 2016 05:04:34 UTC All use subject to http://about.jstor.org/terms

Native Music in College Curricula?

A significant change has occurred on the Washington State University campus as exemplified by the course Music of North to be re-offered in January of 1987. Although this course has been taught on and off since the spring of 1977 as an elective, cross-listed between Music and Native American Studies, it now reflects the new philosophy of general university requirements initiated at WSU. The course has received approval as meeting both Humanities and Intercultural needs for undergraduate students. It is an indication of the response from one educational institution to encourage the study of world civilizations and to apply interdisciplinary methods. It reflects the need to transcend any single cultural tradition or approach to learning and to link a broad overview of the human past with more specialized subject areas. (Humanities Core Curriculum Committee, WSU.) Choices in Humanities have traditionally embraced only written literatures. This action culminates a ten-year effort to have included among these options the artistic and literary endeavors of oral cultures. It addresses the question of whether study of Native Americans and their music (as it reflects cultural realities, life, thought, religion, and history) is important enough to include in choices of requirements for graduation of all WSU undergraduates. It affirms the premise that humanistic study in American colleges must not exclude the contributions emanating from the oral cultures of native North America, or from any other civilization for that matter. Less than twenty years ago campuses across our nation seethed with unrest. Among the many issues precipitating confrontations between students and administrators, students and faculty, faculty and administrators, were those pointing up the educational community's disregard of the contributions made by ethnic minorities to all facets of this society. After two global wars and two limited actions in Korea and Vietnam, this nation still had done little to solve modern domestic educational and societal problems revolving around facts about, and sensitivity to, its racial and religious minorities. However, our national policy had been to address similar issues for half a century all around the globe in the name of keeping the world safe for democracy and fighting for basic human rights. We had even managed a trip to the moon! Extensive nationwide efforts were long overdue in attending to fair treatment in jobs, voting, housing, and education. But even the very content of that education called for complete revision and refocusing as regards American colleges must not exclude the contributions made by the oral cultures of native North America.